Sunday, March 6, 2011
Chizhik: Equity and status in group collaboration...
I have always believed in the necessity of discourse and have prescribed to Vygotsky's theory of the connection of thought to language. I have used discourse at every opportunity possible in my pedagogy (mathematics and all other subjects). This article by Chizhik has me now rethinking several areas of my teaching practice. Firstly, the structure and use of tasks within group work. Although, as Chizhik states, single answer tasks have its place, I will still need to ensure I am using more variable answer tasks. Secondly, although I already give roles to students within group work, I was not doing so with the urgency that I now feel regarding the impact of inequitable group collaboration on individual learning. As pointed out in Chizhik's research, I will now also inform groups of the multiple skills required to be successful, that all group members should understand the final answer and encourage them to learn from each other. Collaboration is a problem with students in my school and realizing the impact on individual learning I am hopeful this added focus will allow for a more equitable pedagogy. Lastly, although Chizhik points out that, the "race-specific findings... should not be used to stereotype individual students" and "...the differences...arise from the hegemony with American culture." p.197 I have to say, this research has me rethinking the arguments for Afrocentric schools. Although I am adamantly against segregated schooling, I now have a slight understanding of the argument some may have for the necessity of this grouping for improved learning. I am not completely convinced though, because as Chizhik concludes, if we (as educators) pay attention to the impact of equity and status within group collaboration and the tasks given (single vs. variable) it is possible to better influence the learning of all students.
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Dear JWallace,
ReplyDeleteI like your critical reflection on the article. In particular, you connected the conclusions to your own experiences as a teacher. In addition, you made the case for homogeneous instruction of students based on their ethnicity. This is provocative and interesting.
In my recent work, I have found that the debriefing after the group work is just as important for learning as the group work itself. This is a point that is often overlooked. During group work, the teacher’s job is to observe each group and note their problem-solving strategies. Based on these strategies, the teacher conceives of an elaborated debriefing that he or she will present after the group work. The group work creates cognitive conflict for students, a necessity in motivation to learn. This cognitive conflict creates a fertile environment for debriefing after a challenging activity, a part of collaborative learning where the instructor not only helps students make sense of their group task, but often introduces important concepts that are directly related to the collaborative-learning activity. During the debriefing, the instructor calls on particular groups to share their problem-solving strategies, leading the entire class on the road to developing more complex ways to solve problems.
Thank you for letting me join you in your discussion ☺
Thanks Dr Sasha for providing information on your recent work. In the article we read in class, I found it interesting that just a good group task that promotes particiapation by all students could improve learning- the power of oral learning.
ReplyDeleteAs a teacher, I am reassured by your more recent work that the teacher has an important role in the debriefing. I am curious about the development of this skill in teachers. In my own practice I find it difficult to skillfully manage these discussions and to create these conversations with students who have had little previous exposure to this type of mathematics class. What strategies/ support for teachers is your research finding helps teachers improve this skill and what type of learning curve should teachers involved in PD expect?
I agree, thanks Sasha for sharing some of your recent work. I agree that the debrief is a really important part of the (math) teaching and learning process but haven't seen much research on it. Do you have any recent articles that you would recommend? I could share them with the students.
ReplyDeleteThis study was very interesting to me because it discussed a question that I had never really considered before: the different between single-answer vs variable-answer tasks.
ReplyDeleteI must admit that I have not incorporated much group work into my practice. However this semester is the first time I have a small class size of 22 students (usually I have triple that number) and have been able to experiment with group work.
I recently handed back a test and instead of taking it up myself, I gave my students the task of writing and presenting the correct answers in groups. Each group was given one question to answer and the groupings were based solely on questions they had gotten incorrect on the test (so that every student was working on a question they had gotten wrong, and no one in the group knew the correct answer). The activity went well, but there were many groups in which one person figured out the answer and then simply explained it to the others. The stronger students were teaching the weaker students.
Two weeks ago I did an activity where the students were required to find the volume of the classroom. They were given meter sticks and had to decide what to measure and how to use those measurement in their calculations. This was a variable-answer task. The class discussion was much more lively and everyone was able to find a role and contribute to the group.
Before reading this article I had not considered why these two activities were so different. I had assumed that it was because of the active nature of the second assignment (students had to get up and measure things) but I see now that it was also due to the question that was being asked. In the second activity, no one assumed that the smartest kid in the class had the correct answer because there was no correct answer. Instead students felt free to discuss their ideas and approaches to the problem.
I also agree with the comments above about the importance of debriefing after an activity. In the first activity we had time to go through each question and students were able to present their answers. This allowed the groups to talk about their approach to the question, allowed the class to question their explanations, and allowed me to highlight some common mistakes. In the second activity we did not have much time for to debrief at the end and I felt that students were left wondering what the point was. This was the Friday before study week and when we did discuss the activity a week later, the discussion was not as involved as I felt it would have been that same day.
I see the value in asking more open ended questions for group work, especially with my students, most of who struggle with math and rarely take the opportunity to talk about math outside the classroom. I just need to make more time to do it!
Dr. Sasha,
ReplyDeleteI couldn't agree more with your comments about a debrief at the end of a lesson. It is the part that connects the dots for our students and us!
In my work with teachers, this is the part of the lesson I've asked often to 'model'. Many of the teachers I work with is not comfortable with the math or the questioning to try it on their own. What advice would you give a teacher who is just starting out?